“We All Have a Little More Homework to Do:”: A Constructivist Grounded Theory of Transformative Learning Processes for Practicing Music Teachers Encountering Social Justice
“We All Have a Little More Homework to Do:”: A Constructivist Grounded Theory of Transformative Learning Processes for Practicing Music Teachers Encountering Social Justice
复制标题
“我们都有更多的功课要做：”：实践音乐教师遭遇社会正义的变革性学习过程的建构主义基础理论
DOI：
10.1177/0022429420920630
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发表时间：
2020
影响因子：
1.4
通讯作者：
Matthew M. Tippetts
中科院分区：
文献类型：
--
作者：
K. Salvador;Allison M. Paetz;Matthew M. Tippetts
本研究的目的是调查过程中，导致实践音乐教育工作者在研究生课程，以检查他们的信念和做法，包容，响应，公平和正义。使用Charmaz的建构主义方法扎根理论，我们采访了22名来自MUS 8XX的参与者：音乐教育哲学。不断的比较分析产生了一个解释性的框架，我们提出了一个模型，并命名为“变革性学习过程（TLP）的实践音乐教师遇到社会正义。”TLP包括四个相互关联的组成部分：“构建Gemütlichkeit”，“与困难的材料搏斗”，“情感强度”和“课程结构”，“故事”作为每个相互关联的类别的中心。通过描述导致实践教师检查他们的心态和计划改变他们的做法的过程，TLP可以为研究生水平的音乐教师教育工作者提供指导，指导他们如何在教学中处理社会正义的主题。
The purpose of this study was to investigate processes that led practicing music educators in a graduate course to examine their beliefs and practices regarding inclusion, responsiveness, equity, and justice. Using Charmaz’s constructivist approach to grounded theory, we interviewed 22 participants from MUS 8XX: Philosophy of Music Education. Constant comparative analysis yielded an explanatory framework, which we presented as a model and named “transformative learning processes (TLP) for practicing music teachers encountering social justice.” TLP comprises four interrelated components: “building Gemütlichkeit,” “grappling with difficult material,” “emotional intensity,” and “course structures,” with “stories” acting as a hub for each of the interconnected categories. By describing processes that led practicing teachers to examine their mindsets and plan to change their practices, TLP could provide guidance for music teacher educators at the graduate level regarding how to approach social justice topics in their teaching.